TY - JOUR
T1 - Supporting Peer Interactions in the Inclusive Preschool Classroom Using Visual Scene Displays
AU - Laubscher, Emily
AU - Raulston, Tracy J.
AU - Ousley, Ciara
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This project was supported, in part, by funding received by the first author from (a) the Kligman Graduate Fellowship in the College of Health and Human Development at the Pennsylvania State University; and (b) the Penn State AAC Doctoral Leadership grant from the U.S. Department of Education (grant #H325D170024). The contents do not necessarily represent the policy of the U. S. Department of Education and you should not assume endorsement.
Publisher Copyright:
© The Author(s) 2020.
PY - 2022/6
Y1 - 2022/6
N2 - Inclusive preschool classrooms have become increasingly common in recent decades, affording opportunities for children with and without disabilities opportunities to interact and develop positive relationships. Children with disabilities may be unintentionally excluded from these interactions due to communication differences. This paper discusses one assistive technology tool, called visual scene displays (VSDs), for supporting communication and interaction between children. Specifically, the paper aims to: (a) describe VSDs; (b) discuss why VSDs are particularly well-suited for supporting social communication between young children; (c) describe how VSDs are created and introduced to children; and (d) provide examples of how VSDs may be implemented during two common preschool activities: object play and shared storybook reading. Finally, resources for creating VSDs are offered.
AB - Inclusive preschool classrooms have become increasingly common in recent decades, affording opportunities for children with and without disabilities opportunities to interact and develop positive relationships. Children with disabilities may be unintentionally excluded from these interactions due to communication differences. This paper discusses one assistive technology tool, called visual scene displays (VSDs), for supporting communication and interaction between children. Specifically, the paper aims to: (a) describe VSDs; (b) discuss why VSDs are particularly well-suited for supporting social communication between young children; (c) describe how VSDs are created and introduced to children; and (d) provide examples of how VSDs may be implemented during two common preschool activities: object play and shared storybook reading. Finally, resources for creating VSDs are offered.
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U2 - 10.1177/0162643420981561
DO - 10.1177/0162643420981561
M3 - Article
AN - SCOPUS:85097973413
VL - 37
SP - 318
EP - 326
JO - Journal of Special Education Technology
JF - Journal of Special Education Technology
SN - 0162-6434
IS - 2
ER -